Reliable To be reliable, results have to be able to be replicated when following the same procedures. When four teachers use our common rubric and benchmarks of student performance for a specific PST and all independently judge new student work from the PST in the same way, then we say their scoring is reliable. If they differ greatly in their opinion of the quality of student work, then we say their work is unreliable. Professional development in using the common rubric and benchmarks to score student work will increase the reliability of the teachers’ scoring of new student work. When performance on one test is almost always a good predictor of success on another test then we say that the first test is a reliable indictor to success on the second test.
To be reliable, results have to be able to be replicated when following the same procedures. When four teachers use our common rubric and benchmarks of student performance for a specific PST and all independently judge new student work from the PST in the same way, then we say their scoring is reliable. If they differ greatly in their opinion of the quality of student work, then we say their work is unreliable.
Professional development in using the common rubric and benchmarks to score student work will increase the reliability of the teachers’ scoring of new student work.
When performance on one test is almost always a good predictor of success on another test then we say that the first test is a reliable indictor to success on the second test.